The Effect of STEM Learning Experiences on STEM Semantic Awareness and 21st-Century Learner Skills of Prospective Primary School Teachers
AUSTRALIAN JOURNAL OF TEACHER EDUCATION, cilt.51, sa.3, ss.34-57, 2026 (ESCI, Scopus)
- Yayın Türü: Makale / Tam Makale
- Cilt numarası: 51 Sayı: 3
- Basım Tarihi: 2026
- Dergi Adı: AUSTRALIAN JOURNAL OF TEACHER EDUCATION
- Derginin Tarandığı İndeksler: Scopus, Emerging Sources Citation Index (ESCI), Educational research abstracts (ERA), ERIC (Education Resources Information Center)
- Sayfa Sayıları: ss.34-57
- Orta Doğu Teknik Üniversitesi Adresli: Evet
Özet
STEM awareness and 21st-century skills are recognized as two interrelated dimensions critical for the modern pedagogical competencies of pre-service teachers. This study examines how STEM learning experiences affect pre-service primary school teachers’ STEM semantic awareness and 21st-century learner skills. STEM activities were implemented for six weeks with pre-service primary school teachers. The research was designed using a convergent mixed-methods approach. The study included 21 prospective primary school teachers who volunteered to participate. The “STEM Semantic Awareness Scale,” “21st-Century Learner Skills Use Scale,” participant journals, and semi-structured interviews were used as data collection tools. The findings show that the total score on the “STEM Semantic Awareness Scale” and the science sub-dimension scores increased significantly following STEM implementations. Similarly, the total score and collaboration sub-dimension of the 21stcentury skills scale increased significantly, with qualitative data supporting these gains through improvements in science concepts and team-based problem-solving. It was also concluded that participants’ semantic awareness and 21st-century learner skills improved with STEM education. Overall, the study offers practical pedagogical insights for strengthening STEM-related competencies in pre-service teacher education.